Music Therapy as an Integrative Tool for Pupils with Attention-Deficit Hyperactivity Disorder (ADHD) in the Music Classrooms at Elementary Schools
DOI:
https://doi.org/10.7203/LEEME.38.9881Keywords:
Music Education, Attention Deficit/Hyperactivity Disorder (ADHD), Music Therapy, Intervention Proposal, Educational Research, Case Study, Inclusive Education.
Abstract
Music Therapy, whose aim is to obtain benefits in people health in different aspects of life and in relation to various kinds of pathologies and diseases, is proposed in this research as a means of providing educational attention to children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) through Music Education. Educational as well as therapeutic objectives were also considered, as the study focused on the integration of such children into mainstream classes. The methodology employed is of mixed nature, combining a qualitative study based on multiple cases and a quantitative technique through assessment tables. The research was conducted with two ADHD diagnosed children in their third year of primary education, making them unique cases and subjects of the study’s focus. The research took place in Music Education classes (one hour per week) throughout a month. Three sessions were dedicated for each symptomatological group that the disorder presents, and an additional session was developed in order to improve social relation problems associated to the symptomatology. Keeping in mind the outcomes, the results revealed some improvement in the symptoms of the disorder and the level of learning of the subjects. Conclusions suggest that Music Education provides an ideal interdisciplinary place in order to combine the development of musical competencies with a treatment oriented to children with specific needs of educational support through Music Therapy.
Author Biographies
Alberto Acebes-de Pablo, Universidad de Valladolid
David Carabias-Galindo, Universidad de Valladolid
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